Title of Book€¦ · Web viewFoster word consciousness an awareness or an interest in words by calling their attention to how authors choose words, engaging in word play (puns, palindromes),

READING FIRST

LONGMAN

correlated to

Newcomer PhonicsGrades K-8

Bookworks, Santa Fe

Reading FirstLONGMAN

correlated to

Newcomer PhonicsGrades K-8

READING FIRST NEWCOMER PHONICSWHAT SCIENTIFICALLY BASED RESEARCH TELLS US ABOUT

PHONEMIC AWARENESS INSTRUCTIONPhonemic awareness can be taught and learned.

Effective phonemic awareness instruction teaches children to notice, think about, and work with sounds in spoken language.Phoneme isolationChildren recognize individual sounds in a word.

Standard is addressed throughout text (e.g., 2, 12, 30, 38, 46, 91).

Phoneme identityChildren recognize the same sounds in different words.


Phoneme categorizationChildren recognize the word in a set of three or four words that has the "odd" sound.

Standard is not addressed however, teacher can use word sets and insert “odd” sound so that students gain practice in sound recognition (e.g., 2, 12, 20, 30, 46, 60, 68, 78, 84).

Phoneme blendingChildren listen to a sequence of separately spoken phonemes and then combine the phonemes to form a word. Then they write and read the word.

Standard is addressed throughout in exercises introducing different phonemes (e.g., 2, 12, 20, 30, 46, 60, 68, 78, 84).

Phoneme segmentationChildren break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the word.

Standard can be addressed by adapting format of lesson to address standard specifically.

Phoneme deletionChildren recognize the word that remains when a phoneme is removed from another word.

Standard can be addressed by adapting format of lesson to address standard specifically.

Phoneme additionChildren make a new word by adding a phoneme to an existing word.

Teacher can expand on text to address standard in full (e.g., 16).

Phoneme substitutionChildren substitute one phoneme for another to make a new word.

Teacher can expand on text to address standard in full (e.g., 16).

Bookworks, Santa Fe 1

READING FIRST NEWCOMER PHONICSWHAT SCIENTIFICALLY BASED RESEARCH TELLS US ABOUT PHONEMIC AWARENESS INSTRUCTION, cont.

Phonemic awareness instruction helps children learn to read.

Phonemic awareness instruction improves children's ability to read words and improves children's reading comprehension.

Standard well addressed throughout text.

Phonemic awareness instruction helps children learn to spell.

Teaching phonemic awareness, particularly how to segment words into phonemes helps children learn to spell. It may be because it helps them understand that sounds and letters are related in a predictable way.

Text covers standard by highlighting sounds in red. The teacher can easily help the student to notice patterns to help them form words (e.g., 12, 13, 30, 32, 38, 39).

Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet.

Teaching sounds along with the letters of the alphabet is important because it helps children to see how phonemic awareness relates to their reading and writing. Learning to blend phonemes with letters helps children read words. Learning to segment sounds with letters helps them spell words.

Text addresses standard throughout text (e.g., 2, 12, 30, 38, 46, 91).

Phonemic awareness instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than on several types.

Children who receive instruction that focuses on one or two types of phoneme manipulation make greater gains in reading and spelling than do children who are taught three or more types of manipulation.

Text takes a systematic approach to phonics taking one or two types of phoneme manipulation at one time (e.g., 2, 6, 12, 15, 20, 24, 25).


READING FIRST NEWCOMER PHONICSQUESTIONS YOU MAY HAVE ABOUT

PHONEMIC AWARENESS INSTRUCTIONWhat activities will help my students acquire phonemic awareness?

Your instruction can include various activities in blending and segmenting words. However, instruction should be appropriate for children's level of literacy development. When teaching younger children, begin with easier activities, such as identifying and categorizing the first phonemes in words.

Text follows a sequence appropriate to grade level with phonics content (e.g. short vowels, blends, long vowels, diagraphs and diphthongs).

What methods of phonemic awareness will have the greatest impact on my student’s learning to read?

Blending and segmenting phonemes in words is likely to produce greater benefits to your students' reading than teaching several types of manipulation.

20, 21, 22, 23, 24, 25

Instruction that is explicit about the connection between sounds and letters can also contribute to their reading success.


How much time should I spend on phonemic awareness instruction?

You do not need to devote a lot of class time to phonemic awareness instruction, Your entire phonemic awareness program should take no more than 20 hours over a school year. However, some students will need more instruction than others.

Short activity pages enable teacher to guide phonics short periods each day.

Should I teach phonemic to individual students, to small groups, or to the whole class?

In general, small-group instruction is more effective in helping your students acquire phonemic awareness and learn to read.

Teacher can arrange classroom in small-group learning centers to do exercises in book.

Do we know enough about the effectiveness of phonemic awareness instruction for me to implement it in my classroom?

Yes, but bear in mind that phonemic awareness instruction is not a complete reading program. Adding well-thought-out phonemic awareness to a beginning reading program or a remedial reading program is very likely to help your students learn to read and spell.

Text can be a compliment to the reading program.



PHONEMIC INSTRUCTIONSystematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction.

Phonics instruction is systematic when letter-sound relationships are organized into a logical sequence.


Phonics instruction is explicit when teachers are given precise directions for directly teaching letter-sound relationships.

This phonics program has a comprehensive Teacher’s Guide with phonemic awareness and extension activities for a variety of learning styles.

Systematic phonics programs provide substantial practice in reading decodable text using the letter-sound relationships children are learning.

Standard is addressed throughout text.

Systematic phonics programs provide substantial practice in spelling and writing using the letter-sound relationships children are learning.

Standard is addressed throughout text.

Systematic and explicit phonics instruction significantly improves kindergarten and first-grade children's word recognition and spelling.

Phonics instruction should begin in kindergarten or first grade for the greatest impact on children's word recognition and spelling.

This text is most appropriate for grades 3-8, however, teacher can adjust according to assessment of needs in the classroom.

Systematic and explicit phonics instruction significantly improves children's reading comprehension.The ability to read text accurately and quickly (fluency) is highly related to reading comprehension.

Text provides phonetic support for fluent reading throughout text.

Systematic and explicit phonics instruction is effective for children from various social and economic levels.At-risk children and children from various backgrounds make greater gains in reading with systematic, explicit phonics instruction than children receiving no phonics instruction or non-systematic instruction.

Systematic and explicit phonics instruction is most effective when introduced early.Phonics instruction should begin early--- in kindergarten or first grade. Instruction should include letter shapes and names, phonemic awareness, and all major letter-sound relationships.


Phonics instruction is not an entire reading program fro beginning readers.In addition to phonics, children should be

· mastering the alphabet· practicing phonemic awareness· listening to read-alouds· reading silently and aloud· writing

Text can be supplemented with literature for read –aloud times in addition to writing activities outside the text.



PHONEMIC INSTRUCTIONDo we know enough about the effectiveness of systematic and explicit phonics instruction for me to implement it in my

classroom?Yes, research confirms that phonics instruction is effective, particularly in kindergarten and grades 1 and 2.

This text can be used in primary grades to support phonics instruction (e.g., iii).

How can I tell if a phonics program is systematic and explicit?Systematic phonics programs:

· instruct students in how to relate letters and sounds, segment spoken words into sounds, and blend sounds to form words

Text covers standard by highlighting sounds in red. The teacher can easily help the student to notice patterns to help them form words (e.g., 12, 13, 30, 32, 38, 39).

· help students understand why they are !earning phonics Reading selections help to show student how they can apply their knowledge (e.g., 9, 17, 27, 35, 43, 57, 65, 75, 81, 88).

· provide opportunities for children to apply their knowledge of phonics Reading selections help to show student how they can apply their knowledge (e.g., 9, 17, 27, 35, 43, 57, 65, 75, 81, 88).

· help children apply, their letter-sound knowledge to writing Exercises throughout text ask children to write and understand words (e.g., 4, 5, 6, 7, 8, 12, 13, 14, 15, 16).

· can be adapted for individual students, based on assessment Teacher can expand on text to meet individual needs based on assessment.

· include alphabetic knowledge, phonemic awareness, vocabulary development, and reading, as well as phonics

Standard addressed throughout text (e.g., 68, 69, 70, 71, 72, 73, 74, 75, 77).

What do non-systematic programs of phonics instruction look like?Non-systematic phonics programs include:

· literature-based programs with embedded phonics instruction Standard is not addressed in text.

· basal reading programs that focus on whole-word or meaning-based activities and do not include instruction in blending

Standard is not addressed in text.

· sight-word programs that teach a sight-word vocabulary before teaching the alphabetic principle.

Standard is not addressed in text.

What else should I look for in programs of phonics instruction?What kinds of reading practice materials should I look for?

Programs should demonstrate that phonics is a means to an end by allowing enough time for children to put their phonics knowledge to use in reading and writing. Programs should provide reading and writing activities that allow children to practice using phonics. Practice materials should include stories with decodable words and materials for use in writing. [Note: Research does not validate any particular percentage of text decodability.]

Text addresses standard throughout with stories and opportunities for writing (e.g., 9, 13, 17, 21, 27, 31, 35).


READING FIRST NEWCOMER PHONICSQUESTIONS YOU MAY HAVE ABOUT PHONEMIC INSTRUCTION, cont.

Is phonemic instruction more effective when students are taught individually, in small groups, or in whole classes?Teachers should determine group size based on the needs of their students and the number of adults working with them.[The National Reading Panel Report indicates that all three delivery systems are effective.]

Teacher can use all three methods in doing exercises in text to address student’s individuality in phonics lessons.

Doesn’t phonics instruction get in the way of reading comprehension?No, it does not. Systematic phonics instruction increases children's ability to comprehend. Automaticity (automatic word recognition) enables readers to focus on the meaning of the text.

Text gives many opportunities for comprehension of words and text (e.g., 9, 13, 17, 21, 27, 31, 35).

Does phonics instruction slow down the progress of some children?No, it does not. Phonics instruction contributes to growth in most children. Teachers should work with flexible groups and pace instruction to maximize student progress.

It is up to teacher to pace and make grouping for maximum progress in each student while using this text.

How does systematic and explicit phonics instruction affect spelling?Systematic phonics instruction improves spelling among kindergartners and first graders, but not among older readers. Reading First suggests that spelling for older children is more a matter of combining word parts than of using letter-sounds.

Text helps to improve spelling skills with exercises in writing words that have similar patterns throughout text (e.g., 9, 17, 27, 35, 43, 57, 65, 75, 81, 88).

How does systematic and explicit phonics instruction affect the reading and spelling of older students?Systematic phonics instruction alone may not improve the overall reading and spelling performance of children beyond first grade. For students in grades 2 through 6, reading fluency and comprehension should be emphasized, and explicit spelling instruction is required.

This text gives a base of vocabulary for ESL students to work with and supports students with reading comprehension by expanding vocabulary.

How long should phonics be taught?Approximately two years of phonics instruction is sufficient. This should occur either in kindergarten and first grade or in first and second grades.Note: The findings of the National Reading Panel (NRP) are contradictory on this point. Their summary states: "The meta-analysis revealed that systematic phonics instruction produces significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read.” However, the full NRP Report states: "There were insufficient data to draw any conclusions about the effects of phonics instruction with normally developing readers above first grade.”

This text gives a base of vocabulary for ESL students to work with and supports students with reading comprehension by expanding vocabulary.



FLUENCY INSTRUCTIONRepeated and monitored oral reading improves reading fluency and overall reading achievement.

Repeated oral reading improves word recognition, speed, and accuracy, and, to a lesser extent, comprehension. Children should read and reread text until a certain level of fluency is reached. (Four re-readings are sufficient for most students.)

Text gives ample opportunity for oral reading throughout text (e.g., 78, 79, 80, 81, 82, 83).

Methods of oral reading practice may incorporate audiotapes, tutors, peer guidance, or other means.

Text gives ample opportunity for oral reading throughout text, which can be administered by either teacher, tutor, peers or by other means (e.g., 78, 79, 80, 81, 82, 83).

No research evidence is available currently to confirm that instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency and overall reading achievement.

Research has not proven that silent, independent reading is ineffective in improving reading fluency. However, Reading First suggests that there are better ways to spend reading instructional time.

If teacher disagrees, there are short stories for independent reading in text to use to help student notice that reading can be fun and is an area where the student can express choice (e.g., 9, 17, 27, 35, 43, 57, 65, 75, 81, 89).



FLUENCY INSTRUCTIONHow can I help my students become more fluent readers?

Model fluent reading; then have students reread the text on their own. Students must reread after teacher modeling. It is the time students spend active reading that produces gains.

Text provides a model that teacher can read to students then students to teacher to address standard (e.g., 2, 3, 4, 5, 6, 7, 8, 9, 10, 11).

Daily read-clouds provide one model of fluent reading. Text provides a model that teacher can read to students then students to teacher to address standard (e.g., 2, 3, 4, 5, 6, 7, 8, 9, 10, 11).

Have students repeatedly read passages aloud with guidance. Teachers need to know:

· what students should read Texts should be at students' independent reading level, that is, they should be able to read them with about 95% accuracy.

Text has a range from level 3-8. Teacher should supplement text with different levels of reading to satisfy standard in full.

· how to have students read aloud repeatedly. Oral reading practice may include:

Student-adult reading

Choral reading

Tape-assisted reading

Partner reading

Readers theater

Text can be used in a variety of ways for oral reading practice.


READING FIRST NEWCOMER PHONICSQUESTIONS YOU MAY HAVE ABOUT FLUENCY INSTRUCTION, cont.

What should I do about silent, independent reading in the classroom?

Teachers should use most of their reading time for direct teaching of skills and strategies. For struggling readers, independent reading takes time away from direct reading instruction.

Silent reading is an important aspect of every classroom’s motivation for reading. This text gives short stories to read independently (e.g., 9, 17, 27, 35, 43, 57, 65, 75, 81, 89).

When should fluency instruction begin? When should it end?

Fluency instruction should begin when children are not automatic at recognizing the words in their texts. Students are not fluent readers if they: •

· make more than ten percent word recognition errors

· cannot read with expression

· have poor text comprehension when reading aloud

Text can be used in a variety of ways for oral reading practice.

Is increasing word recognition skills sufficient for developing fluency?

Automaticity is necessary, although not sufficient, for fluency. Text can be used in a variety of ways for oral reading practice.

Research has shown that fluency is developed through systematic instruction. Text can be used in a variety of ways for oral reading practice.

Should I access fluency? If so, how?

Assessment for fluency may be done informally by listening to students read aloud and judging their progress and formally by calculating words read correctly per minute.

Text can be read a-loud by student for assessment purposes if needed (e.g., 9, 11, 17, 19, 27, 29, 35, 37, 43, 45).

Informal reading inventories, miscue analysis, and running records do not measure fluency.

Text can be read a-loud by student for assessment purposes if needed (e.g., 9, 11, 17, 19, 27, 29, 35, 37, 43, 45).



VOCABULARY INSTRUCTIONChildren learn the meaning of most words indirectly through everyday experiences with oral and written language.

Children learn word meaning indirectly by engaging daily in oral language. Text supports standard by giving daily opportunities for using words orally (e.g., 2, 12, 20, 30, 38, 46, 60, 68, 78, 84).

Children learn word meaning indirectly by listening to adults read to them. Text can be used as a read a loud (e.g. 9, 17, 27, 35, 57, 65).

Children learn word meaning indirectly by reading extensively on their own. This text gives short stories to read independently (e.g., 9, 17, 27, 35, 43, 57, 65, 75, 81, 89).

Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly.Direct instruction helps students learn difficult words. Direct instruction of words relevant to a given text leads to better reading comprehension. Direct instruction includes both specific word instruction and word-learning strategies.

Direct instruction can be used with the text (e.g., 2, 3, 4, 5, 6, 7, 8, 9, 10, 11).

Teaching specific words before reading helps both vocabulary learning and reading comprehension. It is helpful to teach specific words students will see in the text.

Text prepares students with set of words seen in each lesson coming at the beginning of each exercise and a short story including words introduced (e.g., 4, 5, 6, 7, 8, 9, 11).

Extended instruction that promotes active engagement with vocabulary improves word learning. The more students use the new words and the more they use them in different contexts, the more likely they are to learn the words.


Repeated exposure to vocabulary in many contexts aids word learning. Students learn words better when they encounter them often and in various contexts.


Word-learning strategiesBecause teachers cannot possibly teach all the words their students do not know, students need to be able to determine the meanings of words that are new to them but not directly taught. These are effective word-learning strategies:

· Using dictionaries and other reference aids (glossaries and thesauruses)

Teacher will have to supplement dictionaries.

· Repeated exposure to words Text uses repeated exposure to words in each lesson (e.g., 4, 5, 6, 7, 8, 9, 11).

· Using word parts Text covers standard by highlighting sounds in red. The teacher can easily help the student to notice patterns to help them form words (e.g., 12, 1330, 32, 38, 39).

· Using context clues Text contains exercises in each unit that use context clues (e.g., 13, 24, 25, 29, 33).



VOCABULARY INSTRUCTIONHow can I help my students learn words indirectly?

Read aloud to your students, no matter what grade you teach. Text can be used as a read a loud (e.g., 9, 17, 27, 35, 57, 65).

Encourage students to read extensively on their own. This text gives short stories to read independently (e.g., 9, 17, 27, 35, 43, 57, 65, 75, 81, 89).

What words should I teach?

Important wordsTeach those words that are important for understanding a concept or the text.

Text uses repeated exposure to keywords in each lesson (e.g., 4, 5, 6, 7, 8, 9, 11).

Useful wordsTeach words that students are likely to see again and again.


Difficult wordsProvide some instruction for words that are particularly difficult for your students, such as words with multiple meanings and idiomatic expressions.

Teacher will have to supplement and expand on text to address standard fully (e.g., 8, 34).

How well do students need to “know” vocabulary words?

Students do not either know or not know words. Rather, they know words to varying degrees. Students can usually get by with some unknown or unacquainted words, but they need to have an established level of knowledge for most of the words that they read.



Learning a new meaning for a known word. The student has the word in oral or reading vocabulary but is learning a new meaning for it. (For example, trees, rivers, and governments all have branches.)

Teacher will have to supplement and expand on text to address standard fully (e.g., 8, 34)

Learning the meaning for a new word representing a known concept. The student is familiar with the concept but does not know the word. (For example, a baseball and a globe are spheres.)

Text uses pictures to help student understand new meanings.


READING FIRST NEWCOMER PHONICSQUESTIONS YOU MAY HAVE ABOUT VOCABULARY INSTRUCTION, cont.


Learning the meaning of a new word representing an unknown concept. The student is not familiar with either the concept or the word for that concept. (For example, the student might not be familiar with either the concept or the word photosynthesis.)

Text uses pictures to help student understand new meanings.

Clarifying and enriching the meaning of a known word. The student is learning finer more subtle distinctions or connotations in the meaning and usage of words. (For example, the difference between jogging. trotting, dashing, and sprinting.)

Text uses a variety of contexts for new words throughout text.

What else can I do to help my students develop vocabulary?

Foster word consciousness--an awareness or an interest in words by calling their attention to how authors choose words, engaging in word play (puns, palindromes), researching word origins or histories, and searching for a word's usage in their everyday lives.

Text uses interesting themes, rhymes and riddles to develop awareness.



TEXT COMPREHENSION INSTRUCTIONText comprehension can be improved by instruction that helps readers use specific comprehension strategies.

Monitoring comprehension

Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix up" problems in their understanding.

Standard goes beyond scope of text, however text supports student’s monitoring of comprehension by asking the student to answer questions about the concept of a word throughout the text.

Using graphic and semantic organizers Graphic organizers help readers focus on concepts and how they are related to other concepts.

The text highlights in red to show sounds, boxes in word sets and puts instructions in bold black typing to organize pages.

Answering questionsTeacher questioning strongly supports and advances students' learning from reading. Effective questions do the following:

· give students a purpose for reading

· focus students' attention on what they are to learn

· help students think actively as they read

· encourage students to monitor their comprehension

· help students review content and relate what they have learned to what they already know

A Teacher’s Guide will help the teacher to question strongly.

Generating questions Teaching students to ask their own questions improves their active processing of text and their comprehension.

Teacher can integrate this aspect of learning into the text.


READING FIRST NEWCOMER PHONICS

WHAT SCIENTIFICALLY BASED RESEARCH TELLS US ABOUT TEXT COMPREHENSION INSTRUCTION, cont.

Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.

Recognizing story structureStudents who can recognize story structure have greater appreciation, understanding, and memory for stories.

Short stories in text can help to develop story structure (e.g., 9, 17, 27, 35, 43).

SummarizingInstruction in summarizing helps students identify main ideas, connect main or central ideas, eliminate redundant and unnecessary information, and remember what they have read.

Summarizing goes beyond goals of text, however teacher can easily integrate activities into the short stories to address this skill (e.g., 9, 17, 27, 35, 43).

Effective comprehension strategy instruction is explicit, or direct. Explicit instruction includes:

· Direct explanation

Teacher can expand on lessons to include direct instruction for comprehension strategies (e.g., 9, 17, 27, 35, 43).

· Modeling Text gives opportunities to model good strategies throughout text.

· Guided practice Text gives opportunities to practice good strategies throughout text.

· Application

Effective comprehension strategy instruction can be accomplished through cooperative learning.

Teacher can create activities that involve cooperative learning.

Effective instruction helps readers use comprehension strategies flexibly and in combination. These four strategies can be used flexibly as they are needed:

· asking questions about the text they are reading

· summarizing parts of the text

· clarifying words and sentences they don't understand

· predicting what might occur next

Teacher can create activities that involve using comprehension strategies flexibly.



TEXT COMPREHENSION INSTRUCTIONIs enough known about comprehension strategy instruction for me to implement it in my classroom?

Yes. Scientific study of text comprehension over the past 30 years has suggested instructional approaches that are ready to be implemented m classrooms.

When should text comprehension strategy instruction begin?Teachers should emphasize text comprehension from the beginning. Beginning readers, as well as more advanced readers must understand that the ultimate goal of reading is comprehension.

Text’s goal is ensuring comprehension of words and reading.

Has research identified additional comprehension strategies?Yes, the following two strategies have some research support.Making use of prior knowledgeYou can help your students make use of their prior knowledge to help improve their comprehension.

Texts work with themes of the classroom, family, food, clothes and weather.

Using mental imageryReaders (especially young readers) who visualize during reading understand and remember what they read better than readers who do not visualize.

Text provides pictures of words throughout text.

Which comprehension strategies should be taught? When should they be taught?Comprehension strategies are not ends in themselves; they are a means of helping students understand what they are reading. Help your students learn to use comprehension strategies in natural learning situations.

Teacher can use own discretion in teaching comprehension strategies in natural learning situations.


Documents

Title of Book€¦ · Web viewFoster word consciousness an awareness or an interest in words by calling their attention to how authors choose words, engaging in word play (puns, palindromes),